Pragmatic Language IEP Goals: 50 Measurable Examples for Speech Therapy + Social Communication

As parent, advocates and teacher, we understand the importance of social communication skills for our students. Pragmatic language is a crucial aspect of communication that involves the use of language in social contexts.

It includes the ability to understand and use nonverbal cues, take turns in conversation, and interpret social situations appropriately. It’s also an area where a lot of learning disabled students, including autistic students, struggle to understand their peers and the adults around them. Once those students get to middle or high school, it can be especially problematic, as peers are often less forgiving.

If you need pragmatic language goals for your IEP, this pragmatic language goal bank includes measurable pragmatic language IEP goals commonly used in speech therapy, with examples of pragmatic goals for middle school and high school students. You can also use the list as a pragmatic language goal bank PDF to share with your IEP team or speech therapist.

Tip: IEP goals work best when paired with direct instruction. If you’re looking for strategies to help students practice these skills, see Teaching Pragmatics: How to Teach Pragmatic Language Skills, which includes practical ways speech therapists and teachers teach pragmatic language and social communication. For parents, I have Pragmatic Language Impairment vs. Social (Pragmatic) Communication Disorder: What’s the Difference?

Pragmatic Language IEP Goal Bank

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Here are sample IEP goals for pragmatic language skills.

1. Turn-Taking in Conversations: By [date], when engaged in conversation with peers, [student] will take turns speaking and listening, waiting for others to finish speaking before responding, in [percentage] of opportunities.
2. Topic Maintenance: By [date], during classroom discussions or group activities, [student] will contribute relevant comments or questions related to the topic being discussed and stay on topic for [duration] minutes in [percentage] of opportunities.
3. Initiating Conversations: By [date], [student] will independently initiate conversations with peers or adults using appropriate greetings and conversation starters (e.g., “Hi, how are you?” “What did you do this weekend?”) in [percentage] of opportunities.
4. Following Conversational Rules: By [date], when engaging in conversations with peers, [student] will follow conversational rules such as taking turns, staying on topic, and using appropriate body language and eye contact in [percentage] of opportunities.
5. Understanding Nonverbal Cues: By [date], [student] will demonstrate improved understanding of nonverbal cues such as facial expressions, gestures, and tone of voice, accurately interpreting them in social interactions in [percentage] of opportunities.
6. Using Polite Language: By [date], [student] will use polite language and appropriate social phrases (e.g., “please,” “thank you,” “excuse me”) in interactions with peers and adults in [percentage] of opportunities.
7. Interpreting Figurative Language: By [date], [student] will demonstrate improved understanding of figurative language (e.g., idioms, metaphors, sarcasm) and use appropriate responses in social interactions in [percentage] of opportunities.
8. Asking for Clarification: By [date], when unsure about something said in a conversation, [student] will ask for clarification using appropriate language (e.g., “Can you please explain that again?”) in [percentage] of opportunities.
9. Using Persuasive Language: By [date], [student] will use persuasive language appropriately to express opinions, make requests, and negotiate with peers and adults in [percentage] of opportunities.
10. Making Inferences in Social Situations: By [date], [student] will demonstrate improved ability to make logical inferences based on social cues and context during interactions with peers and adults in [percentage] of opportunities.
11. Resolving Conflicts: By [date], when faced with a conflict or disagreement with peers, [student] will use appropriate language and problem-solving strategies to resolve the conflict peacefully in [percentage] of opportunities.
12. Recognizing Social Norms: By [date], [student] will demonstrate understanding of social norms and appropriate behavior in various settings (e.g., classroom, playground, cafeteria) in [percentage] of opportunities.
13. Interacting in Group Settings: By [date], [student] will actively participate in group activities and discussions, taking turns, sharing ideas, and respecting others’ opinions in [percentage] of opportunities.
14. Using Humor Appropriately: By [date], [student] will demonstrate improved ability to use humor appropriately in social interactions, understanding when and how to use jokes or funny comments in [percentage] of opportunities.
15. Empathizing with Others: By [date], [student] will demonstrate empathy by recognizing and responding to others’ feelings and perspectives in social interactions in [percentage] of opportunities.
16. Asking Relevant Questions: By [date], [student] will ask relevant questions to gather information and show interest in others during conversations and group activities in [percentage] of opportunities.
17. Adapting Language for Different Audiences: By [date], [student] will demonstrate the ability to adapt language and communication style appropriately for different audiences (e.g., peers, adults) in [percentage] of opportunities.
18. Maintaining Personal Space: By [date], [student] will demonstrate improved awareness of personal space boundaries and respect others’ personal space during social interactions in [percentage] of opportunities.
19. Using Social Scripts: By [date], [student] will use social scripts or role-play scenarios to practice and generalize appropriate social language and behaviors in various situations in [percentage] of opportunities.
20. Reflecting on Social Interactions: By [date], [student] will reflect on social interactions, identifying strengths and areas for improvement, and develop strategies for enhancing pragmatic language skills in [percentage] of opportunities.

Pragmatic Language IEP Goals for Expressing Needs to Adults

1. Requesting Space Appropriately: By [date], [Student] will request space using a pre-taught self-advocacy script (e.g., “I need a break”) in 4 out of 5 opportunities when overwhelmed, as measured by staff documentation.
2. Identifying Emotional States: By [date], [Student] will use a visual feelings chart or scale to identify and label her emotional state with 80% accuracy across 3 consecutive data collection sessions.
3. Responding with Language Instead of Actions: By [date], [Student] will use pre-taught verbal or visual strategies (e.g., “stop please,” pointing to a card) to communicate distress instead of physical behaviors in 80% of opportunities, as documented by support staff.
4. Role-Playing Adult Interactions: By [date], [Student] will participate in role-play scenarios with adults and demonstrate appropriate language to express frustration or ask for help in 3 out of 4 observed trials.
5. Responding to Adult Redirection: By [date], [Student] will respond to adult correction or redirection using appropriate words or gestures in 80% of opportunities, as measured by direct observation.
6. Initiating a Break Request: By [date], [Student] will independently initiate a break request using a pre-taught signal or phrase when experiencing early signs of dysregulation in 4 out of 5 observed opportunities.
7. Understanding Communication Style Differences: By [date], [Student] will identify appropriate ways to speak to adults versus peers (e.g., tone, wording) in structured activities with 80% accuracy across 3 sessions.
8. Explaining Acceptable Coping Options: By [date], [Student] will identify at least 3 acceptable coping strategies to use when frustrated with an adult, demonstrating the skill in 80% of opportunities over a 2-week period.
9. Reflecting After Emotional Events: By [date], [Student] will participate in debriefs after dysregulation episodes, identifying her feelings, needs, and future strategies in 3 out of 4 opportunities.
10. Using Communication Cards to Self-Advocate: By [date], [Student] will use visual supports (e.g., “I need space” card) to express the need for distance from adults during escalation in 4 out of 5 instances, as measured by support staff logs.

Pragmatic Language Goals for Middle School

• Turn-Taking in Conversation — Given a structured or unstructured conversation, the student will take turns speaking and listening with peers for ___ conversational exchanges in ___ out of ___ opportunities, as measured by teacher or speech therapist data collection.
• Topic Maintenance — During small group or peer conversations, the student will maintain the conversation topic by making relevant comments or questions for at least ___ exchanges in ___ out of ___ opportunities.
• Interpreting Nonverbal Cues — Given visual or real-life social situations, the student will identify or respond appropriately to facial expressions, tone of voice, or body language in ___ out of ___ opportunities.
• Repairing Communication Breakdowns — When a listener indicates confusion, the student will clarify, rephrase, or provide additional information to repair the conversation in ___ out of ___ opportunities.
• Asking for Clarification — When directions, conversation, or expectations are unclear, the student will ask an appropriate clarification question in ___ out of ___ opportunities, as measured by teacher or SLP observation.

Pragmatic Language Goals for High School

• Perspective Taking — During discussions or role-play scenarios, the student will identify or explain another person’s perspective or feelings in ___ out of ___ opportunities.
• Register and Audience Awareness — Given different social or academic situations, the student will adjust language, tone, or formality appropriately for the audience in ___ out of ___ opportunities.
• Initiating Conversations — In social or academic settings, the student will initiate an appropriate conversation with a peer or adult using a relevant comment or question in ___ out of ___ opportunities.
• Problem Solving in Social Situations — When presented with a social scenario, the student will identify an appropriate response or solution in ___ out of ___ opportunities, as measured by teacher or speech therapist data.
• Participating in Group Discussions — During classroom or group discussions, the student will contribute relevant comments or questions while allowing others to participate in ___ out of ___ opportunities.

These goals can be tailored to the individual needs and abilities of the student and should be regularly reviewed and adjusted as progress is made. Collaboration between educators, speech-language pathologists, and other relevant professionals is crucial in developing and implementing effective IEP goals for pragmatic language skills.

Who teaches pragmatic language skills?

Pragmatic language skills can be taught by various professionals, depending on the setting and individual needs of the student.

You can read more here: Teaching Pragmatics: How to Teach Pragmatic Language Skills

Here are some key professionals who may be involved in teaching pragmatic language skills:

1. Speech-Language Pathologists (SLPs): SLPs are highly trained professionals who specialize in assessing and treating communication disorders, including pragmatic language difficulties. They often play a central role in teaching pragmatic language skills through individual or group therapy sessions. SLPs use evidence-based strategies and interventions to address specific pragmatic language deficits and help students develop effective communication and social interaction skills.
2. Special Education Teachers: Special education teachers work closely with students who have communication and social skills challenges, including pragmatic language difficulties. They may provide instruction and support within the classroom setting, implementing strategies to promote social communication skills, such as turn-taking, topic maintenance, and problem-solving. Special education teachers often collaborate with SLPs and other professionals to integrate pragmatic language goals into the curriculum and daily activities.
3. Occupational Therapists (OTs): OTs may address aspects of sensory processing and motor coordination that can impact pragmatic language skills. They may provide interventions to improve self-regulation, sensory integration, and motor planning, which are essential for successful social interactions. OTs may also collaborate with SLPs to address sensory sensitivities or motor challenges that affect social participation and communication.
4. Behavioral Specialists: Behavioral specialists may teach pragmatic language skills within the context of behavior intervention plans (BIPs) or social skills training programs. They may use applied behavior analysis (ABA) techniques to target specific social behaviors and reinforce desired communication and interaction skills. Behavioral specialists often work collaboratively with SLPs, special education teachers, and other professionals to address pragmatic language deficits and promote positive social interactions.
5. Psychologists: Psychologists may provide counseling or social-emotional support to students with pragmatic language difficulties, helping them develop self-awareness, self-regulation, and social-emotional competence. Psychologists may also offer cognitive-behavioral interventions to address social anxiety, peer relationships, and other emotional factors that impact communication and social interaction skills.
6. Parents/Caregivers: Parents and caregivers play a crucial role in teaching pragmatic language skills in naturalistic settings, such as home and community environments. They can reinforce strategies and skills learned in therapy or school settings and provide ongoing support and encouragement. Parents may also participate in parent training programs or workshops to learn effective communication strategies and promote social development in their children.